The Impact of Behavioral Nudging in Economic Theory on High School Grading Policies and Student Achievement

This research paper examines the implications of neoclassical economic theory and behavioral nudges on high school teachers' grading policies motivation academic achievement students. I further develop literature in education economics to investigate various chosen by teachers impact student educational outcomes. highlight teacher preferences which include a traditional policy or five-point system, using letters A-E/F. On other hand, students prefer systems that evaluate what they are learning, allow for effort-based achievement, consider classroom participation, as opposed homework exam scores alone. examine benefits detriments different within my school, Menlo-Atherton High School including grading, standards-based (SBG) pass-fail grading. First, review current analyze major differences between approaches versus nudges. Specifically, factors contribute student’s Second, focus behavior help incentivize greater achievement. Third, interview several characterize their overall motivation. Last, compare findings associated Overall, analysis appear support directionally new focused combined with decisions, motivate students, improve